The choice of the Brazilian State by the e-learning mode as execution plan of public policy for teacher training has given rise to debate about the quality of the training offered. The rapid growth in the number of courses and enrollment in the Pedagogy course in e-learning imposes the need to understand what is the quality of the course in this modality. Quality is understood in this research as the efficiency of the process and the effectiveness of the results in congruence with social expectations related with two factors: the reliability of the course and applicability of knowledge constructed by the students for teaching. Thus, the research aims to understand what criteria comprise the concept of quality in the initial formation of the pedagogue in e-learning with the purpose of building representative data about what public institutions of higher education infer and apply as a formative quality criteria in the distance modality. The focus of this research is on the Pedagogy e-learning courses offered by public universities in the state of Rio de Janeiro through the CEDERJ Consortium in conjunction with the Federal Government, which act as an important possibility of democratization of public universities and teacher training in higher education. The research presents a qualitative analysis based on documents and semi-structured interviews with course coordinators. The results show that the perception of quality of training is based on the face-to-face model.